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Pass: is able to explain the concepts of competence and currículum.

Advanced pass: is able to relate his/her concepts to the issues and possibilities in the Brazilian context.

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Debate about competences and curriculum.

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Can understand the concepts of curriculum and competences according to the Brazilian context

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Pass:  is able to distinguish the differences + exemplify with real world practices;
- Include in the explanation where the students comes from
- Mention the goals of brazilian professional education

Advanced Pass: Pass indicator + highlight advantages and issues of each one in his/her context

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Debate about competences and curriculum;

Report about competence-based curriculum and traditional curriculum in his/her school´s context and own practices.

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Case studies based on alumni's experience in local productive sector
PBL (vai dar tempo?)

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Pass:
- Be able to discuss pedagogical work with representers of the productive sector.
- is able to Locate cases of sucess among former students and understand patterns.

- Recognize wich companies are part of the specific productive sector related the course.
- Understand and identify places where future trends can be presented and recognize
- Be able to give examples and analyze former students cases of sucess
- Explain how the demands of the loc.al productive sector (APLs) influence the local curricula. curriculum

Advanced pass:

1.2 Pass: is able to  identify if the competences set in the curriculum are linked to the world of work in the local context
Advanced Pass: Pass indicator + propose solutions to improved the curriculum for the VET

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- Design an integrated learning unit collaboratevelly with teammates

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Can distinguish competence-based curriculum in Brazil in the 90´s and in Finland.

PD: Our group suggests that we can have a class with Iza about that.

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4 - Design a learning unit (considering a specific scholar content) integrating pedagogical content and technological trends

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4 - Design a learning unit (considering a specific scholar content) integrating pedagogical content and technological trends

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Can recognize competences demanded by the productive sector,  integrating them to the curriculum, according to the objectives and mission of the Federal Network of Professional and Technological Education.

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-       Competence-based curriculum built in groups.
Features to be observed?
- group discussion methods
- group norms
- structure (number of students, needs, learning environment…)

- factors

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Teamwork production

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Can integrate content, pedagogical,and technological trends

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Can collaboratively design a competence- based curriculum.

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Group discussion and follow-up

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Discussions lead to evidence-based decisions and follow-up/Next stes

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Can recognize the specificities of the Federal Brazilian Vocational Educational system regarding their social, political and economical contexts.